Rhetoric and Composition II

This is a very important page, as it tells you the basic rules and regulations for this class. Think of this page as the basic contract you are agreeing to by being enrolled in this course. We will take the time to go over this in class, but please also read this on your own. You are responsible for what is written here, regardless of whether or not I read it out loud in class. Your participation in the course signifies your willingness to abide by these policy statements.

Contact Information:

Name: Assistant Professor Adam Crowley

Office: The Meeting House, 114

Office Hours: MWF: 8:00 — 10:00, 1:00 — 3:00; TTR: 8:00 — 11:00, 2:00 — 3:40; also, by appointment.

Phone: 992-1980

Email: crowleya@fc.husson.edu

Twitter: @profadamcrowley

Course Description:

This course teaches techniques for effective oral and written communication. In a workshop environment that features continual instructor and peer evaluation, students develop a process approach to writing and speaking. Logical argumentation, academic conventions, and research-related skills are the primary focus. Public speeches are based on written assignments that incorporate various source materials. As you explore connections between the written and spoken word, the significance of non-verbal language and listening skills are emphasized. A grade of “C” or better is required to pass the course. However, your goal should NEVER be to get only a “C.”

Course Outcomes:

By the end of EH 124 Rhetoric and Composition II, you should be able to:

Rhetorical Knowledge:

Identify and respond to the needs of different audiences within the context of a variety of both written and oral rhetorical situations.
Analyze a text for rhetorical choices, identifying claims, audience, purpose and rhetorical strategies employed by the author of the text.
Write argumentative essays that focus on a specific rhetorical purpose, and which are 1) guided by a thesis statement, 2) integrate outside source material, and 3) avoid flaws in logic.

Critical Thinking, Reading, and Writing:

Practice and refine analytical reading skills, including seeing connections between authorial claims and supporting information and identifying key assumptions in ideas or positions.
Interact with texts as you read and re-read by underlying , taking notes, and commenting in the margins (annotations) in order to arrive at an understanding of the text that supplies a starting point for writing.
Engage in writing as an inquiry-based process, with almost all essay topics and assignments coming in response to substantive reading or a cluster of readings.

Processes:

Demonstrate an understanding of the recursive nature of writing by writing multiple drafts to create, develop, and complete a successful text.
Critique you own writing and the writing of others.

Conventions:

Engage, synthesize, and integrate disparate sources into your writing and oral presentations in such a way that you

1) Distinguish your voice from the voices of your sources

2) Anticipate the needs of an audience in relation to source

relevance and credibility and

3) Follows the guidelines of accepted documentation (MLA or

APA) system for essays.

Prepare final revisions of your essays using the manuscript guidelines of an accepted documentation system (MLA or APA) in such a way that demonstrates a basic command of Standard American English.

Assignments

Oral Communication (20%):

Participation is a measure of many factors including promptness, preparedness, dedication, effort and regular contributions to classroom discussions and activities. To succeed, you must consider your progress as a student to be a top priority, and you must show this by acting as a good student should act. In addition, a vital part of the learning process is being able to articulate what you have learned, both in writing and verbally. As part of each paper, you will be required to conduct both formal and informal oral presentations that demonstrate your ability to organize, supplement, and present information. In these presentations, you will be assessed on content as well as body language, orgnaization, visual aids, and other elements of public speaking.

Reading Journal: (10%)

This course will teach you to become an autonomous reader, writer, and thinker. To that end, you will be required to keep an online journal that responds to, annotates, and expands upon your reading and writing. This journal will be updated online on a weekly basis and will be printed to appear in your final portfolio at the end of the semester. Your journal will be kept online in the form of a blog. Free blogspace can be obtained at www.wordpress.com.

Precis (20%):

Understanding and articulating written and unwritten arguments is a crucial foundations for the semester’s work. This 3-5 page formal essay will analyze the components of an argument and evaluate its effectiveness. This paper, along with all of its process, will appear in your final portfolio

Persuasive Argument (20 %):

This 4-5 page formal essay requires you to read and understand a variety of textual evidence in order to organize and construct a coherent , thesis-driven argument. This paper, along with all of its process, will appear in your final portfolio.

Research Argument (20%):

This 5-7 page formal essay requires you to independently identify and research a relevant topic to construct an argument supported by a variety of organized and documents sources. This paper, along with all of its process, will appear in your final portfolio.

Reflective letter (10%):

This 3-4 page reflective letter requires you to argue that you have met the goals of the course and explain how they have improve your writing. You will have a limited opportunity to revise this piece, and it will appear in your final portfolio.

Final Portfolio: (Pass/Fail)

At the end of the semester, you will be required to submit a portfolio of all your work. Based upon its quality, I will determine whether or not you have satisfactorily met the goals of the course. The portfolio will be an electronic submission that contain your reading journal, final copies of all for of your formal essays, as well as the process materials that made up those papers. Process materials include pre-writing, peer-reviews, at least two rough drafts with marked revisions, and reflective writings on the piece

Attendance Policy (derived from pg 27 in the Catalog):

Every student is expected to attend all scheduled class sessions, including final exams. The only recognized absences are those that are the consequence of family or personal emergencies or extended illness requiring confinement or hospitalization. I require proof of the reasons for an absence. I will not provide make up class work, quizzes or examinations.

According to Husson University policy, I keep attendance records. If the student is absent from more than 6 class meetings, I will award the grade of X and deny course credit for excessive absences. At my own discretion, I may provide the courtesy of informing a student when he or she is in danger of losing credit due to excessive absences. However, it is the responsibility of the student to attend all classes or inform the instructor should a personal emergency arise.

Please note: Absences do not constitute a withdrawal. Students formally withdraw from classes only by submitting a Course Withdrawal Form available from the Registrar’s Office or in the Registrar Conference in First Class.

Please note that being “absent” does not simply mean that you are not physically in class. You can also be intellectually absent, and this is just as unprofessional. Consequently, I will also mark you absent for the following conditions: consequently, you will be marked absent for the following reasons:

I will mark you as absent if you are more than 5 minutes late to class. Get here on time, every time.

I will mark you absent if your cell phone disturbs the class. (It will be turned off and be placed on your desk at all times)

I will mark you absent if you are caught using electronic devices (cell phones, computer, ect.) for non-class room related activities.

I will mark you absent if you do not come to class with your basic supplies (pen, paper, book, your required paper printed off, ect).

I will mark you absent if you pack up to leave class before class has finished [While you may not know it,this is an extremaly rude and disrespectful thing to do].

Cell Phone and Lap Top and Ipad Policy:

All cell phones must be turned off (NOT on vibrate or any other “stealth” feature. O-f-f. ) and be placed on the desk and not be tampered with during the class. Failure to adhere to this policy will result in your dismissal for the day, and you will be recorded as absent for that class.

Electronic devices of any sort — computers and the like — are only to be in class and turned on when I indicate. They will not be present in this class. otherwise.

Snow Days and Sick Days:

Class will be canceled if the university is closed or I am otherwise prevented from attending. If class is canceled because I cannot be here, you will be notified through your first class e-mail. I will also “tweet” such notices.

Due Dates:

Papers are due in person at the beginning of class on the day specified. They must meet all the requirements listed on the writing prompt, including those of length and format. Halfhearted efforts will be returned ungraded, and you will not receive credit for passing them in on time (i.e., they are as good as late). All papers must be accompanied by previous drafts. Late papers will receive a penalty of one-third of a grade for each class period that passes, assessed from the final grade of the paper. All revisions are due within one week of the receipt of the paper. Late papers can be turned in no later than one week after the due date. Failure to do so will result in a grade of F on the paper, and you will lose the chance to revise.

Writing Center:

The writing center is a resource you should use to help you improve your writing. The writing consultants the center employs can help you invent, organize, and revise your documents to meet the specific requirements established during class. Take the time to become familiar with this resource and use it regularly. Please note: To improve the effectiveness of the writing consultation, please set up an appointment with a consultant at least 2 days before the assignment is due. Also, bring 2 copies of your paper with you to the tutoring session. Location: Peabody 210 Email: writingcenter@husson.edu

Phone ex: 973- 1097. Director: Dr. Matthew T. Pifer. Hours: Tutors will be available between 9:00 a.m. and 4:00 p.m. Monday through Friday. However, hours will be adjusted to meet the needs of the Husson community and appointments can be made before 9 and for the evening hours.

Informational Workshops: Throughout the term, the writing center will be conducting informational workshops, such as how to use APA citation format and how to identify and avoid common grammatical mistakes. Information regarding these workshops will be posted outside the writing center.

Students with Disabilities:

Husson University makes every attempt to reasonably accommodate those who request accommodations and provide evidence of a disability. Such efforts accord with the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. In order to request disability-related services at Husson students must self-identify to Dean Wilson-Barker, and provide appropriate and up-to-date documentation to verify their disability or special needs. After the accommodations have been approved by Dean Wilson-Barker, in order to obtain them, the student must notify the instructor by providing the accommodation plan. Depending upon the nature of the request, the instructor may then coordinate with Dean Wilson-Barker to fulfill the plan. If you have any questions regarding reasonable accommodations or need to request disability-related services, please contact Dean Wilson-Barker in the Dean of Students Office in Peabody Hall room 208, or call (207) 992-1934, or e-mail wilsonbarkers@husson.edu.

Academic Honesty:

Students and faculty in colleges and universities seek new knowledge and insights. There is so much to learn, and we must build on each other’s work. Academic integrity is essential to that building process. We rely on each other, therefore, to specify what we know, how we know it, or where we found it. Underlying this reliance is an obligation to be honest, forthright, and civil in all dealings with fellow student, staff, and faculty. Behavior inconsistent with these obligations in the context of this course will not be tolerated.

Cheating, plagiarism, fabrication, falsification, collusion, and assaultive, demeaning or disruptive behavior are all examples of behavior that fall below the norms of academic integrity. A student who engages in any such behavior will be immediately dismissed with a failing grade from the course. Such behavior will also result in additional penalties, including suspension or dismissal from the student’s program, School, or the University. [Be Warned: This instructor will pursue your dismissal all the way to the "University level," as I believe you should not be enrolled if you are demonstrating this kind of documented behavior.]

If I determine that a violation of academic integrity has occurred, I will record the finding in a report and meet with the student to discuss the findings and proposed sanctions. The student may appeal the findings to the Dean of Science and Humanities within 10 business days of the scheduled meeting with the instructor. Uncontested sanctions or those supported by the Dean will become a matter of record on the student’s file and be retained for the duration of the student’s attendance at Husson

The system of evaluating a student’s achievement at Husson is by letter grade with the following percentage equivalents:

A 95-100

A- 90-94
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C 73-76
C- 70-72
D+ 67-69
D 63-66
D- 60-62
F Below 60

You need to understand that an “A” is reserved only for exceptional work, and that the average grade in this course is a “C.” Perhaps you are used to easier grading systems, but here these marks connote competence: A “C” is and should be regarded, as a good grade; and “B”is excellent; and “A” is exceptional.

Other grades you may encounter include:

· E Exited without withdrawing (student disappeared from class during first four weeks of semester)

· WW Withdrew before midterm (no grade is given)

· WP Withdrew Passing

· WF Withdrew Failing

· X Credit Denied for Excessive Absences

· WA Administrative Withdrawal

· I Incomplete

· Q Audit

General Education

This course is part of the General Education program at Husson University. Participation in General Education is required of all students because of the lifelong lessons and appreciation developed through these courses. In addition, the greater academic community promotes, and employers value, the learning outcomes and skills obtained from General Education. Instructors and advisers throughout Husson University collaborate to foster an understanding and appreciation of General Education.

This course will draw on much that you have learned in General Education courses. Specifically, you will, among other things, be asked to do the following:

read materials with comprehension,
write clearly
cite sources in accord with the MLA-style sheet,
document all uses of material you did not invent yourself,
present material orally so that it is clear and comprehensible,
contribute to small-group and team work projects,
think critically about all material received or presented through methods including historical and analytic,
employ evidence-based reasoning,
carry out studies in accord with generally accepted scientific or social-scientific methods,
demonstrate an understanding of the psychology of audiences for your work,
employ quantitative methods when appropriate (mathematical and statistical),
demonstrate an understanding of cultures other than your own and a sensitivity to the views of people different from you, and at all times behave like the professional you aspire to be.

FERPA:

Your academic work and integrity is protected under law by FERPA. As a result, I can and will ONLY discuss your work and progression in private with you, and will not discuss any of your relevant academic information without anyone else other than university officials, unless you get a FERPA waver for the person or persons you want me to talk to. This is to protect your privacy. If you have further questions on this matter, please do not hesitate to ask.

Written Work Preparation:

Students’ papers should meet the following guidelines:

ALL work should be typed
Font size should be 12
Margins should be 1″ (do not justify the right margin)
Text should all be double spaced
First page should include students’ name and assignment identification
Citations to material must be in MLA Style

Web 2.0 features of Eh 124: Introduction to Blogging

assistantprofessorcrowley — Mon, 12 Jan 2009 13:20:27 +0000

This class is going to use technology to make it easier for you to participate, and hopefully help you become a better writer.

In this course, I will frequently require you to POST your homework assignments directly to this website. All posted material can be read by anyone, anywhere, at any time, so you should also do your best to present yourself in a professional manner. This is your work and reputation we are talking about.

The process for doing this should be fairly uncomplicated. If you follow these guidelines, you should not have any trouble.

1) Write your assignment as you normally would in a word-processing program, such as Microsoft WORD. Next, SAVE THE DOCUMENT as you normally would. The reason we do this is because, should you try to write it directly on the website, you could become disconnected from the internet while you are typing. This would result in you losing all of your hard work. Consider yourself warned.

2) Cut and paste your writing into the COMMENTS BOX at the bottom of the Syllabus’ page for the class you are working on.

3) Click on the submit comments button. That’s it! You’re done.

4) Your writing may not show up on the web page right away, as it will be sent to me for moderation first (basically to protect each of you from spam).

5) If you have problems, it is always okay for you to simply e-mail me your homework at crowleya@fc.husson.edu. However, over the course of this semester I do expect you to become proficient in posting to the blog, as you will have to do a lot of this in your professional life. We should all be able to do this by the end of week two.

We will also be using a lot of YouTube videos in this course this semester. You need a high-speed internet connection to watch these. If you do not have one at home, that is okay. We have them here on campus in the computer clusters. I’ll explain to you how you are to use these.

Hello world!

assistantprofessorcrowley — Sun, 11 Jan 2009 20:09:28 +0000

Welcome to WordPress.com. This is your first post. Edit or delete it and start blogging!

Monday, April 13 2009

assistantprofessorcrowley — Sat, 10 Jan 2009 16:25:50 +0000

1) I have had a chance to look at your first drafts, and they should be back to you now.

The issues that I am seeing in the current drafts are as follows:

Topic/Argument

Length of the introduction

Clarity is not as big of an issue as I had anticipated, which is very good news.

We are going to spend some time today generating thesis statements, just for extra practice. I will give you the topic, and you will give me thesis statements for it.

Okay, let’s look at chapter 19 — we also have some issues to deal with that pertain to sources.

Monday, April 6 2009

assistantprofessorcrowley — Sat, 10 Jan 2009 16:23:53 +0000

Today’s Agenda

Let’s begin by getting out our writing for today

On the back, let’s write down what we like, and what we do not like, about this draft.

Group Discussion

Class Discussion

One of the things we may begin to realize is that we do not have all the research that we need, if that is the case, then we need to go and find what we need.

1) Different kinds of evidemce

2) A mixture of Logos, Pathos, or Ethos

Where are we, and where do we need to be?

Let’s talk about expansion strategies for these papers.

How do we write a conclusion? Let’s talk about this.

Full draft due in class on Wednesday (3 copies for your peers)

Rhetoric and Composition II

Greetings, Students

Eh 124 Rhetoric and Composition II Syllabus for Spring 2009

Eh 124 Rhetoric and Composition II Spring Session 2009

EH 124 008 Schedule: T 11:00AM 12:15PM

EH 124 009 Schedule: R 11:00AM 12:15PM

EH 124 010 Schedule: MWF 200PM 2:50PM

Simply click on the day to be taken to the class page.

Week One:

Week Two:

Week Three:

Week Four:

Week Five:

Week Six:

Week Seven:

Monday, Feb 23

Friday, Feb 27

Spring Break

Week Eight:

Week Nine:

Friday, March 27

Week Ten:

Week Eleven:

Week Twelve:

Week Thirteen:

Week Fourteen:

Monday, April 27

Wednesday, April 29

Thursday, April 30

Friday, May 1

Final exam date TBA

Syllabus for Eh 124 Rhetoric and Composition II Summer Session 2009

*There is only a partial on-line syllabus for the Summer Session 2009 course, owing to the unique construction of the class.

Syllabus For Summer Session 2009

Week One: July-13 — July 16 2009

Week Two: July 20 — July 23 2009

Week Three: July 27 — July 30 2009

Week Four: August 3 — August 6 2009

Tuesday,August 4

Wednesday,August 5

Thursday, August 6

Week Five: August 10 — August 13 2009

Monday,August 10

Tuesday, August 11

Wednesday, August 12

Thursday, August 13

Proposed Syllabus

Students, this is a very important page. Here you will find links for each and every one of our classes this semester.

Tuesday, January 13, 2008

Syllabus for the week of Tuesday, January 13 2008

1) Introduction to the Course/1,245

2) Our fantastic Hub-Blog

3) Our Policy and Procedure Sheet

4) Our Syllabus

5) An Introduction to Blogging and Eh 124

6) Who are you?

7) Who am I?

8) What is this course about?

9) What is an argument? What is argumentation?

10) Everything’s an Argument/ with Readings 4th edition

In-class work:

Take out a piece of paper and something to write with.

This course is constructed to build off of Eh 123, Rhetoric and Composition I. In that course, you spent a great deal of time investigating your own culture and thinking about what it means to be a member of the student community at Husson University.

As I have already said, this class focuses closely on argumentation, and in your reading for next time you are going to be learning a lot about the different kinds of arguments that you encounter in a given day.

Let’s begin our work together by writing a response to the following prompt:

Discussion of Writing Assignment/ Virtual Class

VIRTUAL CLASS FOR THURSDAY

For Thursday of this week, you will be reading Chapter 1 of Everything’s an Argument.